The 1997-98 North Carolina
State Testing Results
Multiple-Choice
End-of-Grade and End-of-Course Tests
Grade 3 Pretest and
High School Comprehensive Test
March, 1999
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Office of Instructional and Accountability Services
Division of Accountability Services / Testing Section
Acknowledgements
The development of a comprehensive document containing student and school system
performance on statewide multiple-choice tests requires the skill and effort of many individuals.
We would like to thank Mildred Bazemore and Monica Geary for guidance in content and design.
Stephen Blackwelder directed all phases of this report’s production; Betty Marsh and George
Stubblefield provided the statistical data; and Karen Eller and Anthony Wells created the tables
and figures. Special thanks to Karen Eller for her tireless editing and design work, and to Andrea
Barefoot and Anh Aragon, who along with the others mentioned above, verified the accuracy of
the results presented here.
Executive Summary
The 1997-98 North Carolina Preliminary State Testing Results
End-of-Grade and End-of Course Multiple-Choice Tests
Background
•
Beginning in the 1992-93 school year, the North Carolina State Board
of Education authorized administration of North Carolina-developed
end-of-grade tests aligned with the Standard Course of Study. These
curriculum-based tests were administered to over 553,000 students in
grades 3 through 8 at the end of the 1997-98 school year.
•
End-of-grade tests measure achievement on curricular goals and
objectives with an emphasis on higher-order thinking skills. Multiple
choice tests were administered in Algebra I; English I; Biology;
Economic, Legal and Political Systems (ELP); and U.S. History to
over 394,000 students during the 1997-98 school year.
•
Student performance in reading and mathematics has continued to
improve in grades 3 through 8 when compared to benchmarks
established the first year the end-of-grade tests were administered.
Students continue to achieve at a higher rate than anticipated from
initial results in 1992-93, and higher percentages of students in most
grades and subjects are performing at Achievement Level III or above.
Generally, fewer students are performing at the lowest level of
achievement.
•
Initially implemented during the 1996-97 school year, the Grade 3
Pretest is a multiple-choice reading and mathematics test administered
to students upon entering third grade. These scores provide initial data
which, when considered along with these students’ end-of-grade
performance at the end of the year, allows calculation of growth in
grade 3. The test measures knowledge and skills specified for grade 2
from the reading and mathematics goals and objectives of the North
Carolina Standard Course of Study. Nearly 100,000 third graders took
the pretest in 1997-98.
•
The North Carolina High School Comprehensive Test is a multiplechoice test that assesses the English Language Arts and Mathematics
competencies the typical student should master by the end of grade 10.
The test measures student growth in reading and mathematics
achievement since completing grade 8 and was initially administered to
74,000 grade 10 students in April 1998.
i
Grade 3 Pretest
Findings
End-Of-Grade
Findings
•
Sixty-five percent of students entering third grade scored at or above
Achievement Level III on reading while 71.5 percent scored at
Achievement Level III or above on mathematics pretests. The
proportion of students scoring at-or-above Achievement Level III on
grade 3 reading pretest in 1997-98 is unchanged from 1996-97. The
percent of students scoring at Achievement Level III or above on grade
3 mathematics pretest in 1997-98 increased 1.2 percentage points from
1996-97.
•
Disparities in performance among subgroups were noted. In reading,
the Black (50.3), Hispanic (51.6) and American Indian (51.8)
subgroups had lower percentages performing at Achievement Level III
or above than the Multi-Racial (67.6), Asian (73.2) and White (73.3)
subgroups in these results. 1997-98 grade 3 pretest performance in
mathematics shows similar disparities. The Black (56.1), American
Indian (58.7) and Hispanic (59.4) subgroups had lower percentages
performing at Achievement Level III or above than the Multi-Racial
(72.5), White (79.6) and Asian (81.0) subgroups.
•
Results from 1997-98 testing indicate the percentage of students in
grades 3-8 performing at Achievement Level III and above in both
reading and mathematics continues to grow, from 52.9 percent in
1992-93 to 66.3 percent in 1997-98.
•
Mean scales scores for reading increased at least slightly from 1996-97
to 1997-98 at every grade level. Mean scale scores for mathematics
increased somewhat at every grade level except grade 3 (a decrease of
.5 points). On average, students are performing better on end-of-grade
tests each year.
•
A higher percentage of females (69.5) than males (63.2) scored at or
above Achievement Level III on end-of-grade tests. This follows a
consistent trend established with the 1992-93 administration of the
tests.
•
Disparities in performance among subgroups were noted. The Black
(44.7), American Indian (50.4) and Hispanic (52.0) subgroups had
lower percentages performing at Achievement Level III or above than
the Multi-Racial (66.7), Asian (73.2) and White (76.7) subgroups.
ii
High School
Comprehensive
Findings
End-Of-Course
Findings
•
Results from 1997-98 NC High school Comprehensive Test indicate
the percentage of students performing at Achievement Level III and
above in reading is 55.6 while 54.9 percent scored at or above
Achievement Level III in mathematics.
•
More females (62% on reading; 57.1% on mathematics) than males
(49% reading; 52.6% mathematics) scored at or above Achievement
Level III on the NC High School Comprehensive Tests.
•
Disparities in performance among subgroups were noted. In reading,
the Black (34.8), American Indian (39.1) and Hispanic (45.0)
subgroups had lower percentages performing at Achievement Level III
or above than the Asian (59.6), White (64.5), and Multi-Racial (65.5)
subgroups on this test. Performance in mathematics during the 199798 school year shows similar disparities. The Black (31.8), American
Indian (34.7) and Hispanic (43.9) subgroups had lower percentages
performing at Achievement Level III or above than the Multi-Racial
(58.5), White (64.5) and Asian (73.3) subgroups.
•
The percent of students at each achievement level in each end-ofcourse test has remained consistent across years. Results from 1997-98
suggest this trend has been maintained.
•
A higher percentage of females than males performed at Achievement
Level III or above on Algebra I, ELP, and English I. More males than
females scored at or above Achievement Level III on Biology and U.S.
History end-of-course tests.
•
Performance among subgroups varied while tending to be consistent
across subjects. The Asian subgroup had highest performance only on
Algebra I. On Biology, ELP, English I, and U.S. History, the White
subgroup had the largest percentage scoring at Achievement Level III
or above. On Algebra I, Biology, and ELP, the Hispanic, American
Indian, and Black groups had the lowest percentages of students
performing at or above Level III. The Hispanic group had somewhat
better performance than the American Indian group, which in turn had
somewhat better performance than the Black group. On English I and
U.S. History, the Black group had somewhat better performance than
the American Indian group.
iii
Students with
Limited English
Proficiency
•
Among students meeting the Limited English Proficiency requirement,
the highest average performance was on Algebra I, with 62.0 percent
scoring at Achievement Level III or above. U.S. History (27.3%),
ELP (29.2%), Biology (24.9%), and English I (18.0%) saw lower
percentages of these students scoring at Level III or above on end-ofcourse tests.
iv
The 1997-98 North Carolina State Testing Results
End-of-Grade and End-of Course
Multiple-Choice Tests, Grade 3 Pretest, and
High School Comprehensive Test
Table of Contents
Introduction .......................................................................................................................... 1
Grade 3 Pretest Results......................................................................................................... 17
Statewide Summary................................................................................................................. 19
Goal Summaries ...................................................................................................................... 31
Frequency Distribution ............................................................................................................ 32
End-of-Grade Multiple-Choice Test Results........................................................................ 35
Statewide Summary................................................................................................................. 37
Goal Summaries ..................................................................................................................... 80
Frequency Distribution ........................................................................................................... 86
Student Performance by Region and LEA...............................................................................110
Descriptions and Sample Questions for the End-of-Grade Tests Grades 4 and 8 .....................147
North Carolina High School Comprehensive Test Results.................................................165
Statewide Summary................................................................................................................167
Goal Summaries .....................................................................................................................179
Frequency Distribution ...........................................................................................................180
Student Performance by Region and LEA...............................................................................185
Sample Questions for the NC High School Comprehensive Tests ...........................................197
End-of-Course Test Results .................................................................................................205
Statewide Summary................................................................................................................207
Goal Summaries .....................................................................................................................228
Frequency Distribution ...........................................................................................................233
Student Performance by Region and LEA...............................................................................243
Descriptions and Sample Questions for the End-of-Course Tests .......................................... 273
Appendix ..............................................................................................................................295
List of Charter Schools...........................................................................................................297
v
List of Tables
Grade Three Pretest Test Results
Table 1. Statewide Summary, 1996-97 to 1997-98 Multiple-Choice Test Results, Grade 3
Pretest.............................................................................................................................. 19
Table 2. 1996-97 to 1997-98 Multiple-Choice Test Results, Percent of Students at Each
Achievement Level by Gender and Ethnicity, Grade 3 Pretest Reading ............................ 20
Table 3. 1996-97 to 1997-98 Multiple-Choice Test Results, Percent of Students at Each
Achievement Level by Gender and Ethnicity, Grade 3 Pretest Mathematics ..................... 21
Table 4. 1997-98 Multiple-Choice Test Results, Performance of Students with Disabilities or
Limited English Proficiency, Grade 3 Pretest .................................................................. 28
Table 5. 1997-98 Multiple-Choice Test Results, Performance of Students Taking Modified Tests,
Grade 3 Pretest ................................................................................................................ 29
Table 6. 1997-98 Multiple-Choice Test Results, Numbers of Exempt Students with Disabilities
or Limited English Proficiency, Grade 3 Pretest............................................................... 30
Table 7. 1997-98 Grade 3 Pretest Goal Summary Report .............................................................. 31
Table 8. 1997-98 Distribution of Scale Scores, Grade 3 Pretest Reading ...................................... 32
Table 9. 1997-98 Distribution of Scale Scores, Grade 3 Pretest Mathematics ............................... 33
End-of-Grade Test Results
Table 1. Statewide Summary, 1997-98 End-of-Grade Multiple-Choice Test Results ..................... 37
Table 2. Statewide Summary of Student Performance, End-of-Grade Multiple-Choice Tests: 199293 to 1997-98, Reading .................................................................................................. 38
Table 3. Statewide Summary of Student Performance, End-of-Grade Multiple-Choice Tests: 199293 to 1997-98, Mathematics ........................................................................................... 39
Table 4. Statewide Summary of Student Performance, End-of-Grade Multiple-Choice Tests: 199293 to 1997-98, Reading................................................................................................... 40
Table 5. Statewide Summary of Student Performance, End-of-Grade Multiple-Choice Tests: 199293 to 1997-98, Mathematics ........................................................................................... 42
Table 6. End-of-Grade Multiple-Choice Tests, Achievement Level Ranges by Subject and Grade 44
vii
Table 7. 1993-94 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
Each Achievement Level by Grade, Reading .................................................................. 45
Table 8. 1993-94 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
Each Achievement Level by Grade, Mathematics ........................................................... 46
Table 9. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Grade and Ethnicity ................................................................... 64
Table 10. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Grade and Gender .................................................................... 65
Table 11. 1997-98 End-of-Grade Multiple-Choice Test Results, Performance of Students with
Disabilities or Limited English Proficiency, Grades 3-8 ................................................ 66
Table 12. 1997-98 End-of-Grade Multiple-Choice Test Results, Performance of Students Taking
Modified Tests, Grades 3-8 ........................................................................................... 69
Table 13. 1997-98 End-of-Grade Multiple-Choice Test Results, Numbers of Exempt Students with
Disabilities or Limited English Proficiency, Grades 3-8 ................................................ 72
Table 14. 1997-98 End-of-Grade Multiple-Choice Test Results, Characteristics and Performance
of Grade 3 Students....................................................................................................... 74
Table 15. 1997-98 End-of-Grade Multiple-Choice Test Results, Characteristics and Performance
of Grade 4 Students....................................................................................................... 75
Table 16. 1997-98 End-of-Grade Multiple-Choice Test Results, Characteristics and Performance
of Grade 5 Students....................................................................................................... 76
Table 17. 1997-98 End-of-Grade Multiple-Choice Test Results, Characteristics and Performance
of Grade 6 Students....................................................................................................... 77
Table 18. 1997-98 End-of-Grade Multiple-Choice Test Results, Characteristics and Performance
of Grade 7 Students....................................................................................................... 78
Table 19. 1997-98 End-of-Grade Multiple-Choice Test Results, Characteristics and Performance
of Grade 8 Students....................................................................................................... 79
Table 20. 1997-98 End-of-Grade Grade 3 Goal Summary Report................................................. 80
Table 21. 1997-98 End-of-Grade Grade 4 Goal Summary Report................................................. 81
Table 22. 1997-98 End-of-Grade Grade 5 Goal Summary Report................................................. 82
Table 23. 1997-98 End-of-Grade Grade 6 Goal Summary Report................................................. 83
viii
Table 24. 1997-98 End-of-Grade Grade 7 Goal Summary Report................................................. 84
Table 25. 1997-98 End-of-Grade Grade 8 Goal Summary Report................................................. 85
Table 26. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 3 Reading.......................... 86
Table 27. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 3 Mathematics .................. 87
Table 28. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 4 Reading.......................... 88
Table 29. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 4 Mathematics .................. 89
Table 30. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 5 Reading.......................... 90
Table 31. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 5 Mathematics .................. 91
Table 32. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 6 Reading.......................... 92
Table 33. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 6 Mathematics .................. 93
Table 34. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 7 Reading.......................... 94
Table 35. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 7 Mathematics .................. 95
Table 36. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 8 Reading.......................... 96
Table 37. 1997-98 End-of-Grade Distribution of Scale Scores, Grade 8 Mathematics .................. 97
Table 38. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 3 Mean Scale Score by
LEA - Reading .............................................................................................................. 98
Table 39. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 3 Mean Scale Score by
LEA - Mathematics....................................................................................................... 99
Table 40. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 4 Mean Scale Score by
LEA - Reading ..............................................................................................................100
Table 41. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 4 Mean Scale Score by
LEA - Mathematics.......................................................................................................101
Table 42. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 5 Mean Scale Score by
LEA - Reading ..............................................................................................................102
Table 43. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 5 Mean Scale Score by
LEA - Mathematics.......................................................................................................103
Table 44. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 6 Mean Scale Score by
LEA - Reading ..............................................................................................................104
ix
Table 45. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 6 Mean Scale Score by
LEA - Mathematics.......................................................................................................105
Table 46. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 7 Mean Scale Score by
LEA - Reading ..............................................................................................................106
Table 47. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 7 Mean Scale Score by
LEA - Mathematics.......................................................................................................107
Table 48. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 8 Mean Scale Score by
LEA - Reading ..............................................................................................................108
Table 49. 1997-98 End-of-Grade Multiple-Choice Test Results, Grade 8 Mean Scale Score by
LEA - Mathematics.......................................................................................................109
Table 50a-f. 1997-98 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 3 Reading and
Mathematics, by Region................................................................................................110
Table 51a-f. 1997-98 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 4 Reading and
Mathematics, by Region................................................................................................116
Table 52a-f. 1997-98 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 5 Reading and
Mathematics, by Region................................................................................................122
Table 53a-f. 1997-98 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 6 Reading and
Mathematics, by Region................................................................................................128
Table 54a-f. 1997-98 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 7 Reading and
Mathematics, by Region................................................................................................134
Table 55a-f. 1997-98 End-of-Grade Multiple-Choice Test Results for LEAs, Grade 8 Reading and
Mathematics, by Region................................................................................................140
High School Comprehensive Test Results
Table 1. Statewide Summary, 1997-98 Multiple-Choice Test Results, North Carolina High School
Comprehensive Test, Reading and Mathematics...............................................................167
Table 2. 1997-98 Multiple-Choice Test Results, Percent of Students by Achievement Levels, by
Gender and Ethnicity, North Carolina High School Comprehensive Test, Reading...........168
Table 3. 1997-98 Multiple-Choice Test Results, Performance of Students with Disabilities or
Limited English Proficiency, North Carolina High School Comprehensive Test...............175
Table 4. 1997-98 Multiple-Choice Test Results, Performance of Students Taking Modified Tests,
North Carolina High School Comprehensive Test ............................................................176
x
Table 5. 1997-98 Multiple-Choice Test Results, Numbers of Exempt Students with Disabilities or
Limited English Proficiency, North Carolina High School Comprehensive Test...............177
Table 6. 1997-98 Multiple-Choice Test Results, Characteristics and Performance, North Carolina
High School Comprehensive Test ....................................................................................178
Table 7. 1997-98 North Carolina High School Comprehensive Test Goal Summary Report..........179
Table 8. 1997-98 Distribution of Scale Scores, North Carolina High School Comprehensive Test Reading ...........................................................................................................................180
Table 9. 1997-98 Distribution of Scale Scores, North Carolina High School Comprehensive Test Mathematics ....................................................................................................................181
Table 10. 1997-98 Multiple-Choice Test Results, North Carolina High School Comprehensive
Test - Reading Mean Scale Score by LEA.....................................................................183
Table 11. 1997-98 Multiple-Choice Test Results, North Carolina High School Comprehensive
Test - Mathematics Mean Scale Score by LEA..............................................................184
Table 12a-f. 1997-98 Multiple-Choice Test Results for LEAs, North Carolina High School
Comprehensive Test, Reading, by Region .....................................................................185
Table13a-f. 1997-98 Multiple-Choice Test Results for LEAs, North Carolina High School
Comprehensive Test, Mathematics, by Region ..............................................................191
End of Course Test Results
Table 1. 1990-91 to 1997-98 End-of-Course Multiple-Choice Test Results, Statewide Summary ..207
Table 2. 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students at or above
Level III, by Ethnicity.....................................................................................................208
Table 3. End-of-Course Achievement Level Ranges .....................................................................211
Table 4. 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Subject and Ethnicity.................................................................213
Table 5. 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students by
Achievement Level, by Subject and Gender....................................................................214
Table 6. 1997-98 End-of-Course Multiple-Choice Test Results, Performance of Students with
Disabilities or Limited English Proficiency, by Subject ..................................................215
Table 7. 1997-98 End-of-Course Multiple-Choice Test Results, Performance of Students Taking
Modified Tests, by Subject .............................................................................................218
xi
Table 8. 1997-98 End-of-Course Multiple-Choice Test Results, Numbers of Exempt Students with
Disabilities or Limited English Proficiency, by Subject ..................................................221
Table 9. 1997-98 End-of-Course Multiple-Choice Test Results, Characteristics and Performance
of Students Taking Algebra I..........................................................................................223
Table 10. 1997-98 End-of-Course Multiple-Choice Test Results, Characteristics and Performance
of Students Taking Biology...........................................................................................224
Table 11. 1997-98 End-of-Course Multiple-Choice Test Results, Characteristics and Performance
of Students Taking ELP ................................................................................................225
Table 12. 1997-98 End-of-Course Multiple-Choice Test Results, Characteristics and Performance
of Students Taking English I .........................................................................................226
Table 13. 1997-98 End-of-Course Multiple-Choice Test Results, Characteristics and Performance
of Students Taking U.S. History....................................................................................227
Table 14. 1997-98 End-of-Course Goal Summary Report, Algebra I.............................................228
Table 15. 1997-98 End-of-Course Goal Summary Report, Biology ...............................................229
Table 16. 1997-98 End-of-Course Goal Summary Report, ELP.....................................................230
Table 17. 1997-98 End-of-Course Goal Summary Report, English I .............................................231
Table 18. 1997-98 End-of-Course Goal Summary Report, U.S. History ........................................232
Table 19. 1997-98 End-of-Course Distribution of Scale Scores, Algebra I ....................................233
Table 20. 1997-98 End-of-Course Distribution of Scale Scores, Biology.......................................234
Table 21. 1997-98 End-of-Course Distribution of Scale Scores, ELP ............................................235
Table 22. 1997-98 End-of-Course Distribution of Scale Scores, English I .....................................236
Table 23. 1997-98 End-of-Course Distribution of Scale Scores, U.S. History................................237
Table 24. 1997-98 End-of-Course Multiple-Choice Test Results, Algebra I – Mean Scale Score by
LEA ..............................................................................................................................238
Table 25. 1997-98 End-of-Course Multiple-Choice Test Results, Biology – Mean Scale Score by
LEA ..............................................................................................................................239
Table 26. 1997-98 End-of-Course Multiple-Choice Test Results, ELP – Mean Scale Score by
LEA ..............................................................................................................................240
xii
Table 27. 1997-98 End-of-Course Multiple-Choice Test Results, English I – Mean Scale Score by
LEA ..............................................................................................................................241
Table 28. 1997-98 End-of-Course Multiple-Choice Test Results, U.S. History – Mean Scale Score
by LEA .........................................................................................................................242
Table 29a-f. 1997-98 End-of-Course Multiple-Choice Test Results, Algebra I, by Region ............243
Table 30a-f. 1997-98 End-of-Course Multiple-Choice Test Results, Biology, by Region..............249
Table 31a-f. 1997-98 End-of-Course Multiple-Choice Test Results, ELP, by Region ...................255
Table 32a-f. 1997-98 End-of-Course Multiple-Choice Test Results, English I, by Region.............261
Table 33a-f. 1997-98 End-of-Course Multiple-Choice Test Results, U.S. History, by Region........267
xiii
List of Figures
Introduction
Figure 1. 1996-97 to 1997-98 Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Reading, Grade 3 Pretest ............................................................. 3
Figure 2. 1996-97 to 1997-98 Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Mathematics, Grade 3 Pretest ..................................................... 3
Figure 3. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
Each Achievement Level in Reading, Across All Grades (3-8) ....................................... 4
Figure 4. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
Each Achievement Level in Mathematics, Across All Grades (3-8) ................................ 4
Figure 5. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Achievement Level III, Reading and Mathematics, Grades 3-8 ........................ 5
Figure 6. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grades 3-8 .................................. 5
Figure 7. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grades 3-8 .................................. 6
Figure 8. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grades 3-8, for Black and White
Students ......................................................................................................................... 6
Figure 9. End-of-Grade Multiple-Choice Test Results, 1992-93 to 1997-98, Percent of Students at
or above Level III in Both Reading and Mathematics, Grades 3-8, by Ethnicity.............. 7
Figure 10. 1997-98 End-of-Grade Multiple-Choice Test Results: Minimum, Maximum, and Mean
Reading Scale Scores, Grades 3-8................................................................................ 8
Figure 11. 1997-98 End-of-Grade Multiple-Choice Test Results: Minimum, Maximum, and Mean
Mathematics Scale Scores, Grades 3-8......................................................................... 9
Figure 12. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grades 3-8, by Disability.......... 10
Figure 13. 1997-98 Multiple-Choice Test Results, Percent of Students at Each Achievement Level
in Reading and Mathematics, North Carolina High School Comprehensive Test.......... 11
Figure 14. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students
at Each Achievement Level in The Five Core Courses (Algebra I, Biology, ELP,
English I, and U.S. History)......................................................................................... 12
xv
Figure 15. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students
at or above Level III, by Course................................................................................... 14
Figure 16. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students
at or above Level III across the Five Core Courses (Algebra I, Biology, ELP, English I,
and U.S. History), for Black and White Students ......................................................... 14
Figure 17. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students
at or above Level III across the Five Core Courses (Algebra I, Biology, ELP, English I,
and U.S. History), by Ethnicity .................................................................................... 15
Figure 18. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students
at or above Level III across the Five Core Courses (Algebra I, Biology, ELP, English I,
and U.S. History), by Disability ................................................................................... 16
Grade Three Pretest Test Results
Figure 1. 1996-97 to 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level
III in Reading, Grade 3 Pretest, by Ethnicity................................................................... 22
Figure 2. 1996-97 to 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level
III in Mathematics, Grade 3 Pretest, by Ethnicity............................................................ 22
Figure 3. 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level III in
Reading and Mathematics, Grade 3 Pretest, by Ethnicity ................................................ 23
Figure 4. 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level III in
Reading, Grade 3 Pretest, by Gender and Ethnicity......................................................... 24
Figure 5. 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level III in
Mathematics, Grade 3 Pretest, by Gender and Ethnicity.................................................. 25
Figure 6. 1997-98 Multiple-Choice Test Results, Percent of Students at Each Achievement Level
in Reading, Grade 3 Pretest, by Gender and Ethnicity..................................................... 26
Figure 7. 1997-98 Multiple-Choice Test Results, Percent of Students at Each Achievement Level
in Mathematics, Grade 3 Pretest, by Gender and Ethnicity.............................................. 27
End-of-Grade Test Results
Figure 1. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Reading, Grades 3-8 Combined, by Ethnicity .............................. 47
Figure 2. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at each
Achievement Level in Mathematics, Grades 3-8 Combined, by Ethnicity ....................... 48
xvi
Figure 3. 1994-95 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Levels III in Reading and Mathematics, Grades 3-8 ......................................... 49
Figure 4. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grade 3-8.................................... 50
Figure 5. 1996-97 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grade 3-8 Combined, by
Ethnicity......................................................................................................................... 51
Figure 6. 1996-97 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grades 3-8 Combined, by
Gender............................................................................................................................ 51
Figure 7. 1993-94 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grade 4, by Ethnicity................... 52
Figure 8. 1996-97 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grade 4, by Ethnicity................... 53
Figure 9. 1996-97 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grade 4, by Gender ..................... 53
Figure 10. 1993-94 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grade 8, by Ethnicity................ 54
Figure 11. 1996-97 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grade 8, by Ethnicity................ 55
Figure 12. 1996-97 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Grade 8, by Gender .................. 55
Figure 13. 1996-97 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Cohort Comparison, Grade 3 to
Grade 4........................................................................................................................ 56
Figure 14. 1993-94 to 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at
or above Level III in Both Reading and Mathematics, Cohort Comparison, Grade 4 to
Grade 8........................................................................................................................ 57
Figure 15. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at or above
Level III in Both Reading and Mathematics, Grades 3-8, by Gender and Ethnicity ...... 58
Figure 16. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at or above
Level III in Both Reading and Mathematics, Grade 4, by Gender and Ethnicity ........... 59
xvii
Figure 17. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at or above
Level III in Both Reading and Mathematics, Grade 8, by Gender and Ethnicity ........... 60
Figure 18. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Reading, Grades 3-8 Combined, by Gender and Ethnicity......... 61
Figure 19. 1997-98 End-of-Grade Multiple-Choice Test Results, Percent of Students at Each
Achievement Level in Mathematics, Grades 3-8 Combined, by Gender and Ethnicity.. 62
Figure 20. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Gains in Mean Scale
Scores - Reading, Grades 3-8....................................................................................... 63
Figure 21. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results, Gains in Mean Scale
Scores -Mathematics, Grades 3-8................................................................................. 63
High School Comprehensive Test Results
Figure 1. 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level III in
Reading, North Carolina High School Comprehensive Test, by Ethnicity .......................169
Figure 2. 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level III in
Mathematics, North Carolina High School Comprehensive Test, by Ethnicity ................169
Figure 3. 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level III in
Reading and Mathematics, North Carolina High School Comprehensive Test, by
Ethnicity.........................................................................................................................170
Figure 4. 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level III in
Reading, North Carolina High School Comprehensive Test, by Gender and Ethnicity ....171
Figure 5. 1997-98 Multiple-Choice Test Results, Percent of Students at or above Level III in
Mathematics, North Carolina High School Comprehensive Test, by Gender and
Ethnicity.........................................................................................................................172
Figure 6. 1997-98 Multiple-Choice Test Results, Percent of Students at Each Achievement Level
in Reading, North Carolina High School Comprehensive Test, by Gender and Ethnicity 173
Figure 7. 1997-98 Multiple-Choice Test Results, Percent of Students at Each Achievement Level
in Mathematics, North Carolina High School Comprehensive Test, by Gender and
Ethnicity.........................................................................................................................174
End of Course Test Results
Figure 1. 1996-97 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students at
or above Level III in Algebra I, by Ethnicity...................................................................209
xviii
Figure 2. 1996-97 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students at
or above Level III in Biology, by Ethnicity.....................................................................209
Figure 3. 1996-97 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students at
or above Level III in ELP, by Ethnicity ..........................................................................210
Figure 4. 1996-97 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students at
or above Level III in English I, by Ethnicity ...................................................................210
Figure 5. 1996-97 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students at
or above Level III for U.S. History, by Ethnicity ............................................................211
Figure 6. 1996-97 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students at
or above Level III across the Five Core Courses (Algebra I, Biology, ELP, English I,
and U.S. History) by Ethnicity........................................................................................212
Figure 7. 1996-97 to 1997-98 End-of-Course Multiple-Choice Test Results, Percent of Students at
or above Level III across the Five Core Courses (Algebra I, Biology, ELP, English I,
and U.S. History) by Gender...........................................................................................212
xix
Introduction
The 1997-98 North Carolina State Testing
Results document provides information on
student performance at the state, regional,
and school system levels on end-of-grade
(grades 3-8 in reading and mathematics)
multiple-choice tests and end-of-course (high
school subjects) multiple-choice tests
administered in 1997-98 as components of
the North Carolina Testing Program. In
addition, this document provides similar
information for the NC Grade 3 Pretest in
Reading and Mathematics and the NC High
School Comprehensive Test in Reading and
Mathematics. The figures, charts, graphs,
and tables in this document were generated
using student test data from the end-of-grade
spring 1998 test administration; the end-ofcourse summer 1997, fall 1997, and spring
1998 test administrations; the fall 1997
administration of the grade 3 pretest; and the
spring 1998 administration of the NC High
School Comprehensive Test. These data
were reconciled with school systems’ test
data through October 13, 1998 (the cutoff
for 1997-98 school year reporting).
be made.
A variety of statistical
descriptions, test scores, and formats have
been used to present the aggregate student
data. Mean scores, the percent of students
identified at the four achievement levels, and
the percent of students identified as
Achievement Level III or above in grades 38 or end-of-course are also presented.
Information in this document may be used as
a reference for school systems and schools
interested in making similar comparisons,
analyses, and reports.
In addition to the summary statistics, this
document contains disaggregated test results
for subgroups for the grade 3 pretest, endof-grade tests, end-of-course tests, and the
high school comprehensive test. The statelevel goal summary reports serve as a
reference of student performance on the
curriculum competencies across grades and
subjects. These results represent average
student performance on the curriculum
competencies measured in the revised North
Carolina Standard Course of Study. The
frequency distributions provide state-level
summary statistics for 1997-98.
The general focus of the State Testing
Results is on student performance on
multiple-choice tests administered in 199798. However, many data are reported across
years in order to show gains in student
performance. High student performance is a
key component of the State Board of
Education’s ABCs of Public Education
school-level
accountability
program.
School-level accountability results are found
in the State Report Card, which is published
annually.
End-of-course testing began as a part of the
North Carolina Testing Program in 1985-86
with the first Algebra I administration. Other
high school subject tests were added over
time until 1994-95 when the program
included eleven tests: Algebra I; Algebra II;
Biology; Chemistry; Economic, Legal, and
Political Systems (ELP); English I; English
II; Geometry; Physical Science; Physics; and
U.S. History. In 1995-96 under the ABCs
plan, end-of-course tests were reduced to
include only Algebra I, English I, Biology,
ELP, and U.S. History (only results for these
end-of-course tests are included in this
document).
State and system-level results contained
within this document may be used to make
grade-to-grade, subject-to-subject, and yearto-year comparisons.
In addition,
comparisons of developmental scale scores
of cohort groups as they move through
grades 3-8 in reading and mathematics can
End-of-grade testing was implemented
initially in 1992-93 when more challenging
1
assessment strategies replaced the California
Achievement Tests (1978-92). During the
1997-98 school year, end-of-grade tests
administered as a component of the
statewide accountability program included
reading and mathematics multiple-choice
tests in grades 3 through 8.
Beginning this year, the NC High School
Comprehensive Test results and Grade 3
Pretest results are included in the State
Testing Results. 1997-98 was the first year
the High School Comprehensive test was
administered and the second year of Grade 3
Pretest administration.
The purpose of this publication is to provide
a longitudinal, comprehensive compendium
of test results from multiple-choice tests
administered from 1993 to 1998 with a focus
on results generated during the 1997-98
school year. As the public schools of North
Carolina continue to implement the ABCs of
public education, the State Testing Results
documents student performance and
provides the reader an opportunity to
develop an overall perspective on absolute
student achievement in North Carolina.
2
Figure 1. 1996-97 to 1997-98 Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Reading
Grade 3 Pretest
100
90
25.3
25.8
80
70
65.3%
65.3%
60
50
39.5
40.1
23.4
23.4
40
30
20
34.7%
34.7%
10
11.3
0
11.3
1996-97
1997-98
N = 99,583
N = 94,551
Level I
100
Level II
Level III
Level IV
Figure 2. 1996-97 to 1997-98 Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Mathematics
Grade 3 Pretest
90
29.7
30.2
80
70
70.3%
60
50
71.5%
40.6
41.3
40
30
20
23.5
10
0
23.1
29.7%
28.5%
5.4
6.2
1996-97
1997-98
N = 94,846
N = 99,801
Notes: Due to rounding, data for some years may not add to 100%.
All percents are calculated based on actual N-counts and are not summed.
Data received from LEAs after October 13, 1998 are not included in this figure.
3
Figure 3. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Reading
Across All Grades (3-8)
100
90
23.2
24.3
25.8
26.4
29.1
33.3
80
70
65.3%
63.4%
60
40.2
67.0%
41.0
68.0%
41.2
50
73.0%
68.9%
41.6
39.8
40.0
40
30
26.3
20
24.9
24.1
34.7%
36.6%
10
10.3
0
23.3
33.0%
9.8
22.6
32.0%
8.9
20.2
31.1%
8.7
27.0%
8.5
6.8
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
N=504,508
N=512,592
N=519,704
N=529,710
N=546,496
N=554,903
Level I
Level II
Level III
Level IV
Figure 4. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Mathematics
Across All Grades (3-8)
100
90
20.8
23.8
27.1
29.3
32.8
80
36.7
70
60
61.2%
40.4
64.0%
40.2
67.0%
69.6%
39.9
50
71.7%
40.3
76.1%
38.9
39.3
40
30
28.0
20
25.8
38.7%
36.0%
24.3
33.0%
22.3
30.4%
10
10.7
10.2
0
1992-93
N=501,336
1993-94
N=512,572
8.7
8.1
20.9
28.3%
7.4
18.5
5.5
1994-95
1995-96
1996-97
1997-98
N=519,644
N=529,959
N=547,238
N=556,418
Notes: Due to rounding, data for some years may not add to 100%.
All percents are calculated based on actual N-counts and are not summed.
Data received from LEAs after October 13, 1998 are not included in these figures.
4
23.9%
100
Figure 5. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or above Achievement Level III
Reading and Mathematics
Grades 3-8
90
80
70
67.0 68.0 68.9
65.3
63.4
73.0
61.2
67.0
64.0
69.6 71.7
76.1
60
50
40
30
20
10
0
Reading
1992-93
M athematics
Grades 3-8
1993-94
1994-95
1995-96
1996-97
Figure 6. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or above Level III in Both Reading and Mathematics
Grades 3-8
100
90
80
70
60
52.9
55.5
60.0
58.1
50
40
30
20
10
0
Grades 3-8
Note: Data received from LEAs after October 13, 1998 are not included in these figures.
5
61.7
66.3
1997-98
Figure 7. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or above Level III in Both Reading and Mathematics
Grades 3-8
100
90
80
70
66.3
58.1
60
55.5
52.9
L
L
L
L
L
L
61.7
60.0
50
40
0
1992-93
1993-94
1994-95
1995-96
1996-97
1997-98
Figure 8. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or above Level III in Both Reading and Mathematics
Grades 3-8, for Black and White S tudents
100
90
80
76.7
70
66.2
63.4
White L
60
50
52.9
State L
L
55.5
L
70.9
68.9
L
L
60.0
58.1
L
L
72.7
L N=275,652
L
61.7
66.3 N=366,733
L
L
44.7 N=72,124
L
40
30
0
Black30.1
L
1992-93
32.0
L
1993-94
36.2
34.5
L
L
1994-95
1995-96
38.4
L
1996-97
1997-98
Notes: The inclusion of Black and White ethnic groups in this figure reflects their status as the largest ethnic groups in the state.
Data received from LEAs after October 13, 1998 are not included in these figures.
N counts equal the number of students at or above level III in both reading and mathematics for 1997-98. Previous years are comparable.
6
Figure 9. End-of-Grade Multiple-Choice Test Results, 1992-93 to 1997-98
Percent of S tudents at or above Level III in Both Reading and Mathematics
Grades 3-8, By Ethnicity
100
90
80
76.7 N=275,652
70
Asian 69.3
72.6
70.9
68.9
70.6
72.7
70.5
73.2 N=6,055
66.7 N=2,343
66.2
White 63.4
M ulti-Racial 61.8
60
60.0
62.0
66.3 N=366,733
61.7
58.1
55.5
State 52.9
50
50.1
49.5
Hispanic 47.3
52.0 N=6,445
50.4 N=4,043
48.7
44.7 N=72,124
42.9
40.7
40
38.4
36.9
American
Indian 30.7
Black 30.1
30
0
1992-93
33.3
32.0
34.5
1993-94
1994-95
36.2
1995-96
Notes: Asian and Hispanic results were not reported in 1992-93. Multi-Racial results were not reported in 1992-93, 1993-94, and 1994-95.
Data received from LEAs after October 13, 1998 are not included in this figure.
N counts equal the number of students at or above level III in both reading and mathematics for 1997-98. Previous years are comparable.
1996-97
1997-98
Figure 10. 1997-98 End-of-Grade Multiple-Choice Test Results
Minimum, Maximum, Median, and Mean Reading Scale Scores
Grades 3-8
210
200
190
180
170
169
167
163
160
150
•
•
163
162
•
•
•
166
•
140
8
136
130
•
143
141
139
169
136
136
Black
161,976
Hispanic
12,464
139
120
110
100
90
80
0
All Students
N=554,903
American Indian
N=8,036
Asian
N=8,292
•
90th Percentile
10th Percentile
25th Percentile 75th Percentile
Mean
Median
Multi-Racial
3,519
White
360,443
Figure 11. 1997-98 End-of-Grade Multiple-Choice Test Results
Minimum, Maximum, Median, and Mean Mathematics Scale Scores
Grades 3-8
210
200
190
180
184
179
174
176
171
170
160
181
175
•
•
•
•
•
150
•
9
144
140
139
130
137
•
143
136
134
138
120
110
100
90
80
0
All Students
N=556,418
American Indian
N=8,074
Asian
N=8,350
Black
162,695
Hispanic
12,550
•
10th Percentile
90th Percentile
25th Percentile 75th Percentile
Mean
Median
Multi-Racial
3,537
White
361,039
Figure 12. 1992-93 to 1997-98 End-of-Grade Multiple-Choice Test Results
Percent of S tudents at or above Level III in Both Reading and Mathematics
Grades 3-8, By Disability
100
99
66.5 Not Exceptional
66.3 State
N=279,208
N=366,733
53.1 Visually Impaired
N=152
61.7
60.0
60
58.1
55.5
52.9
50
61.3
58.9
56.5
53.2
50.3
47.8 Speech-Language Impaired
N=2,605
44.1
41.2
40
39.3
38.5
35.9
38.3 Other Exceptional Classifications
37.1
N=324
35.1
35.0
34.6 Hearing Impaired N=246
34.0 Orthopedically Impaired
30.6
32.0
30.5
29.6
33.8
31.7
30
28.6
26.4
27.4
32.6
31.8
N=1,663
26.4
25.2
27.2
24.2
23.1
22.0
20
21.4
18.7
17.1
15.4
10
0
12.7
11.9
1992-93
N=105
31.1 Other Health Impaired
27.4 Specific Learning Disabled
N=10,525
22.0
22.2 Traumatic Brain Injured
17.5
19.5 Behaviorally-Emotionally
Handicapped N=1,030
19.2
N=24
15.0
14.8
14.0
15.2
0.4
0.7
0.8
0.9
1993-94
1994-95
1995-96
1996-97
12.9
1.7 Educable Mentally Handicapped
N=82
1997-98
Notes: Orthopedically Impaired, Traumatic Brain Injured, and Other Exceptional Classifications were not reported in 1992-93 and 1993-94. Educable Mentally Handicapped was not reported in 1992-93.
N counts equal the number of students at or above level III in both reading and mathematics for 1997-98. Previous years are comparable.
Figure 13. 1997-98 Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in Reading and Mathematics
North Carolina High S chool Comprehensive Test
100
90
14.6
16.0
80
55.6%
70
54.9%
41.0
38.8
60
50
40
30
30.2
32.5
44.4%
45.1%
20
10
14.9
11.9
0
Reading
N=73,976
Level I
Mathematics
N=73,635
Level II
Level III
Notes: Due to rounding, data for some years may not add to 100%.
All percents are calculated based on actual N-counts and are not summed.
Data received from LEAs after October 13, 1998 are not included in this figure.
11
Level IV
Figure 14. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in the Five Core Courses
(Algebra I, Biology, ELP, English I, and U.S . History)
1994-95
100
90
14.1
15.6
15.9
21.6
25.2
80
70
54.0%
40.0
56.1%
40.5
60
49.7%
58.2%
61.7%
33.8
36.7
36.5
50
40
30
32.1
46.0%
20
10
0
34.4
27.9
25.1
43.9%
50.3%
41.8%
38.3%
16.0
13.9
29.6
13.2
12.2
15.9
Algebra I
Biology
ELP
English I
U.S. History
N=80,370
N=62,480
N=83,597
N=67,748
N=53,160
1995-96
100
90
14.4
15.8
15.9
21.1
22.7
80
49.4%
70
53.1%
38.7
57.0%
55.8%
40.1
60
58.1%
33.5
37.0
34.3
50
40
30
31.8
46.9%
20
10
0
27.7
15.1
35.2
28.4
44.2%
29.2
43.1%
16.5
50.6%
41.9%
14.7
12.7
15.4
Algebra I
Biology
ELP
English I
U.S. History
N=82,635
N=77,420
N=82,577
N=85,411
N=65,725
Level I
Level II
Level III
Level IV
Notes: Due to rounding, data for some courses may not add to 100%. All percents are calculated based on actual N-counts and are not summed.
Data received from LEAs after October 13, 1998 are not included in this figure.
12
Figure 14. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results
Percent of S tudents at Each Achievement Level in the Five Core Courses
(Algebra I, Biology, ELP, English I, and U.S . History) (continued)
1996-97
100
90
15.8
17.4
15.6
21.4
24.7
80
70
57.0%
55.5%
39.7
62.6%
39.6
60
58.5%
49.5%
33.8
37.1
37.9
50
40
30
30.6
44.6%
20
10
0
35.5
27.2
14.0
15.7
Algebra I*
N=83,777
29.0
24.1
42.9%
50.5%
41.5%
37.4%
13.3
12.5
15.0
Biology*
ELP
English I
U.S. History
N=78,725
N=82,611
N=89,500
N=68,613
1997-98
100
90
18.3
19.6
16.5
23.0
27.6
80
49.6%
70
60
61.6%
59.0%
66.9%
40.7
41.9
60.7%
33.0
37.7
39.3
50
40
35.2
30
26.4
27.7
20
27.8
22.4
41.0%
38.4%
50.4%
39.3%
33.1%
10
14.6
10.8
0
10.7
11.4
15.2
U.S. History
Algebra I
Biology
ELP
English I
N=83,124
N=78,804
N=77,348
N=88,307
Level I
Level II
Level III
Notes: *Data for 1996-97 Algebra I and Biology reflect changes made after publication of the 1996-97 Report Card.
13
Level IV
N=68,341
Figure 15. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or above Level III
by Course
100
90
80
70
66.9
ELP
60
62.6
61.7
61.6
60.7
English I
Biology*
Algebra I*
58.2
58.1
58.5
56.1
57.0
55.8
57.0
54.0
50 U.S. History 49.7
0
1994-95
59.0
55.5
53.1
49.4
49.5
49.6
1995-96
1996-97
1997-98
Figure 16. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or above Level III across the Five Core Courses
(Algebra I, Biology, ELP, English I, and U.S . History)
for Black and White Students
100
90
80
70
White
66.4
67.1
65.5
60
69.8N=182,574
59.8 N=236,954
State
56.2
Black
33.5
56.9
54.9
50
40
30
0
34.4
37.7 N=42,485
32.0
1994-95
1995-96
1996-97
1997-98
Notes: *Data for 1996-97 Algebra I and Biology reflect changes made after publication of the 1996-97 Report Card.
The inclusion of Black and White ethnic groups in this figure reflects their status as the largest ethnic groups in the state.
Data received from LEAs after October 13, 1998 are not included in these figures.
N counts equal the number of students at or above level III across the five core courses for 1997-98. Previous years are comparable.
14
Figure 17. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or above Level III across the Five Core Courses
(Algebra I, Biology, ELP, English I, and U.S . History)
By Ethnicity
100
90
80
70
69.8 N=182,574
Asian 68.1
White 66.4
M ulti-Racial
60
State
50
65.5
65.2
56.2
61.0
67.1
65.6
66.2 N=4,716
62.3
61.9 N=1,141
59.8 N=236,954
56.9
54.9
Hispanic 50.7
50.5 N=3,503
47.0
45.4
40
41.5 N=2,163
American
Indian 38.2
Black 33.5
37.7 N=42,485
33.6
32.0
34.4
33.7
30
0
1994-95
1995-96
1996-97
Notes: Data for 1996-97 Algebra I and Biology reflect changes made after publication of the 1996-97 Report Card.
Multi-Racial results were not reported in 1994-95.
Data received from LEAs after October 13, 1998 are not included in this table.
N counts equal the number of students at or above level III across the five core courses for 1997-98. Previous years are comparable.
1997-98
Figure 18. 1994-95 to 1997-98 End-of-Course Multiple-Choice Test Results
Percent of S tudents at or above Level III across the Five Core Courses
(Algebra I, Biology, ELP, English I, and U.S . History)
By Disability
100
99
60
56.9
56.2
59.8
State
N=236,954
57.4
Not Exceptional
N=187,290
49.2
Visually Impaired
N=87
54.9
54.1
52.9
51.8
51.0
51.2
50
48.7
45.1
41.3
40
39.6
Orthopedically Impaired
N=83
40.6
39.9
Other Exceptional Classifications
N=288
Speech-Language Impaired N=123
31.9
31.9
Hearing Impaired
Other Health Impaired
38.0
36.0
34.5
33.3
33.2
32.8
32.3
30
28.3
31.7
31.5
30.4
29.3
28.9
28.6
N=139
N=570
Specific Learning Disabled N=4,496
Traumatic Brain Injured
N=26
Behaviorally-Emotionally
Handicapped
N=427
26.7
25.1
24.2
23.4
24.6
23.5
22.4
20.6
20
16.9
17.3
15.3
10
4.6
3.1
3.6
Educable Mentally Handicapped
N=151
1.9
0
1994-95
1995-96
1996-97
Notes: Data for 1996-97 Algebra I and Biology reflect changes made after publication of the 1996-97 Report Card.
Data received from LEAs after October 13, 1998 are not included in this figure.
N counts equal the number of students at or above level III across the five core courses for 1997-98. Previous years are comparable.
1997-98